netrashetty
Netra Shetty
Hallmark Cards is a privately owned American company based in Kansas City, Missouri. Founded in 1910 by Joyce C. Hall, Hallmark is the largest manufacturer of greeting cards in the United States. In 1985, the company was awarded the National Medal of Arts
The scope of human resource management outlined below includes an outline of transformation and development issues, tentative generic skills required in performing HRM roles, as well as the roles of a human resource management practitioner (line management and HRM professionals). With regard to the latter, the assumption is made that roles are inter-linked and interdependent, even though these relationships may not be expressly stated in each case.
Transformation and development issues
Knowledge management which entails accumulating & capturing
Knowledge in large organisations for future application & use (organisation memory)
Reconciliation management
Work creation as opposed to job creation
Manage the transfer of HRM functions and skills to line management
Marketing of HRM to line management
Development of contextual approaches to HRM
Multi-skilling and /or multi-tasking
Increased societal responsibility
Managing people in virtual work environments
Focus on deliverables rather than doable
Develop additional means of assessing HRM
Appreciation and assessment of intellectual capital
Take HRM from a business partner to a business itself / Managing HRM as a business unit
Adviser / consultant to line management
Supportive generic skills
This is not intended to be final outline of human resource skills but the following have emerged during the process as important skills for human resource practitioner to possess. These are:
Project management
Consulting skills
Entrepreneurship
Self management
Communication skills
Facilitation skills
Presentation skills
Skills for transforming groups into self-directed mutually controlled high performing work teams
Trans-cultural skills
Mediation & arbitration skills
Financial skills
Problem-solving
Diagnostic skills
Core roles in Human Resource Management
The core roles of human resource management are grouped below into four categories. The titles of the clusters are tentative, and are open for comment.
PLANNING AND ORGANISING FOR WORK,
PEOPLE AND HRM
Strategic perspective
Organisation design
Change management
Corporate Wellness management
PEOPLE ACQUISITION AND DEVELOPMENT
Staffing the organisation
Training & development
Career Management
Performance Management
Industrial relations
ADMINISTRATION OF POLICIES , PROGRAMMES & PRACTICES
Compensation management
Information management
Administrative management
Financial management
HRM
practice before them. Too often, conventional HRM textbooks and discourses
ignore contrasting ideological and values assumptions. Unfortunately, recent
and more radical philosophical assumptions concerning HRM ethical
obligation have not been ``translated'' into textbooks in which their vocabulary
and rhetorical claims can be meaningfully contrasted to conventional and
underlying values assumptions found in HRM contexts.
Some of the recent radical challenge to HRM ethics seems to come from
Scandinavian and UK management theorists obviously influenced by
contrasting labor and political histories/norms. Educational programs
interested in stressing global and international themes need to do more than
describe contrasting labor and HRM practices around the world. HRM
education should describe varying historical, cultural and political
assumptions concerning human labor from which varying HRM policies and
practices have evolved. This form of HRM education and development can
hardly come from a single HRM course, or even a series of these HRM courses
that move quickly into applied HRM concerns such as instruments, techniques
and professional norms. It must be based on an excellent general/liberal
education that examines economic, social and political ``potentials'' with a
global and ``best practices'' approach. Such an approach should involve
students trying to surface their own emerging values and communicating them
to others. The skills of thoughtful listening, critical thinking, and values
articulation and application need to be involved.
An improved HRM educational approach that expands ethical awareness of
students would also go well beyond values assumptions found among
employers and employees in industrialized countries. This initiative would
include exploration of HRM values conflicts that arise from individuals or
groups in underdeveloped countries who become owners, managers,
employees, suppliers, customers, subcontractors and affected communities of
interest of business organizations.
Demanding that students involve themselves in HRM-related cases in which
they are interacting with others having potentially different values
assumptions about work and life quality seems critically important for HRM
education. Asking students the most basic questions of ``What would you do, as
well as why and how would you do this?'' allows educators to bring diverse
values assumptions to the surface ± but only if individuals having such diverse
assumptions and values actually enter into the discussion. And often these
diverse assumptions are not present or represented in many American business
schools. Basic ethical obligations within employment contexts can be examined
more critically in HRM education as more diverse and broadly educated
students try to answer these questions. Snell (1990) suggests a ``constructivist''
effort by students to understand ``how'' they and others develop an awareness
of ethical concerns in work settings. She also recommends asking students
The scope of human resource management outlined below includes an outline of transformation and development issues, tentative generic skills required in performing HRM roles, as well as the roles of a human resource management practitioner (line management and HRM professionals). With regard to the latter, the assumption is made that roles are inter-linked and interdependent, even though these relationships may not be expressly stated in each case.
Transformation and development issues
Knowledge management which entails accumulating & capturing
Knowledge in large organisations for future application & use (organisation memory)
Reconciliation management
Work creation as opposed to job creation
Manage the transfer of HRM functions and skills to line management
Marketing of HRM to line management
Development of contextual approaches to HRM
Multi-skilling and /or multi-tasking
Increased societal responsibility
Managing people in virtual work environments
Focus on deliverables rather than doable
Develop additional means of assessing HRM
Appreciation and assessment of intellectual capital
Take HRM from a business partner to a business itself / Managing HRM as a business unit
Adviser / consultant to line management
Supportive generic skills
This is not intended to be final outline of human resource skills but the following have emerged during the process as important skills for human resource practitioner to possess. These are:
Project management
Consulting skills
Entrepreneurship
Self management
Communication skills
Facilitation skills
Presentation skills
Skills for transforming groups into self-directed mutually controlled high performing work teams
Trans-cultural skills
Mediation & arbitration skills
Financial skills
Problem-solving
Diagnostic skills
Core roles in Human Resource Management
The core roles of human resource management are grouped below into four categories. The titles of the clusters are tentative, and are open for comment.
PLANNING AND ORGANISING FOR WORK,
PEOPLE AND HRM
Strategic perspective
Organisation design
Change management
Corporate Wellness management
PEOPLE ACQUISITION AND DEVELOPMENT
Staffing the organisation
Training & development
Career Management
Performance Management
Industrial relations
ADMINISTRATION OF POLICIES , PROGRAMMES & PRACTICES
Compensation management
Information management
Administrative management
Financial management
HRM
practice before them. Too often, conventional HRM textbooks and discourses
ignore contrasting ideological and values assumptions. Unfortunately, recent
and more radical philosophical assumptions concerning HRM ethical
obligation have not been ``translated'' into textbooks in which their vocabulary
and rhetorical claims can be meaningfully contrasted to conventional and
underlying values assumptions found in HRM contexts.
Some of the recent radical challenge to HRM ethics seems to come from
Scandinavian and UK management theorists obviously influenced by
contrasting labor and political histories/norms. Educational programs
interested in stressing global and international themes need to do more than
describe contrasting labor and HRM practices around the world. HRM
education should describe varying historical, cultural and political
assumptions concerning human labor from which varying HRM policies and
practices have evolved. This form of HRM education and development can
hardly come from a single HRM course, or even a series of these HRM courses
that move quickly into applied HRM concerns such as instruments, techniques
and professional norms. It must be based on an excellent general/liberal
education that examines economic, social and political ``potentials'' with a
global and ``best practices'' approach. Such an approach should involve
students trying to surface their own emerging values and communicating them
to others. The skills of thoughtful listening, critical thinking, and values
articulation and application need to be involved.
An improved HRM educational approach that expands ethical awareness of
students would also go well beyond values assumptions found among
employers and employees in industrialized countries. This initiative would
include exploration of HRM values conflicts that arise from individuals or
groups in underdeveloped countries who become owners, managers,
employees, suppliers, customers, subcontractors and affected communities of
interest of business organizations.
Demanding that students involve themselves in HRM-related cases in which
they are interacting with others having potentially different values
assumptions about work and life quality seems critically important for HRM
education. Asking students the most basic questions of ``What would you do, as
well as why and how would you do this?'' allows educators to bring diverse
values assumptions to the surface ± but only if individuals having such diverse
assumptions and values actually enter into the discussion. And often these
diverse assumptions are not present or represented in many American business
schools. Basic ethical obligations within employment contexts can be examined
more critically in HRM education as more diverse and broadly educated
students try to answer these questions. Snell (1990) suggests a ``constructivist''
effort by students to understand ``how'' they and others develop an awareness
of ethical concerns in work settings. She also recommends asking students